Some questions to consider for this issue might include:

The English Record is a place for New York educators to share and learn from the wisdom of other’s practices, grapple with big picture tensions and daily realities of educating today, and provide a sanctuary for the questions that plague us and the ideas that invigorate us. We enthusiastically invite classroom teachers, department leaders, building and district administrators, teacher educators, preservice teachers, and students to submit manuscripts.

• What does it mean to teach English language arts in the wake of the COVID-19 pandemic and its ongoing impact? How are English language arts and literacy teachers engaging with contemporary social, political, and world issues in their classrooms?

• How are English language arts and literacy teachers incorporating new frameworks for teaching texts such as climate literacy, eco criticism, critical youth theory, and other approaches?

• To what extent has the recent wave of book bans and policies that limit intellectual freedom impacted how teachers select and teach texts?

• What new visions of English language arts can be imagined when preservice teachers, practicing teachers, and teacher educators work together?

• In what ways are English language arts and literacy teachers navigating the reality of

• Artificial Intelligence in the classroom?

• How does our contemporary work stem from, deviate away, or reflect the history of our field?

• What other innovations, concerns, and issues are facing New York English language arts and literacy teachers today?

These questions are suggestions and are not exhaustive. We invite any manuscript that engages with contemporary teaching of English Language Arts in New York State.

Article Types

The English Record publishes four types of manuscripts.Please indicate which type of article you are submitting in your email.

EMPIRICAL ARTICLES are peer-reviewed articles that detail original research. Empirical articles should be no more than 6,000 words inclusive of references, tables and figures. Empirical articles should include a literature review, theoretical framework, methodology, findings, discussion and implications sections.

TEACHING ARTICLES are peer-reviewed articles that detail a classroom practice including instructional moves, curriculum outlines, and reflective pieces on practice. Teaching articles should be no more than 4,000 words inclusive of references, tables and figures. Teaching articles should include a summary of the teaching idea, reflections from implementing the idea, and curricular materials when available.

CONCEPTUAL ESSAYS are peer-reviewed essays that explain, narrate, think through, and/or advocate for a new approach to teaching English language arts and/or literacy. Conceptual essays should be no more than 2,000 words inclusive of references, tables and figures.

BOOK, MEDIA, AND TEXT REVIEWS are short articles that offer critique, praise, and/or other thoughts on a text, which we broadly define to include books, graphic novels, film, television, music, and other media. Book, media, and text reviews are reviewed by the editors and additional reviewers if necessary. Book, media, and text reviews should be more than 2,000 words inclusive of references, tables and figures. Book, media, and text reviews by secondary students are highly encouraged.

Please submit your manuscripts to
EnglishRecord@nysecteach.org by May 5, 2025